Name of Unit: We Are The World Unit Creators: Tori Miller ......Name of Unit: We Are The World Unit Creators: Tori Miller & Logan Redetzke st Grade Level: 1 grade Social Studies Discipline:

Name of Unit: We Are The World Unit Creators: Tori Miller & Logan Redetzke Grade Level: 1st grade Social Studies Discipline: History Type of Lesson:

Concept

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Title:

All About Me My Favorite Things

Then and Now Who I Am

Standards:

History

• Historical Thinking Skills

• Standard/Benchmark

Historians generally construct chronological narratives to characterize eras and explain past events and change over times

History



Historians generally construct chronological narratives to characterize eras and explain past events and change over times

History



Historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happen in the past

• Ask basic historical questions about a past even in ones family, school, or local

History




• Ask basic historical questions about a past even in ones family, school, or local

Windi Turner Resource Management 2009-2010 2

community

History




• Describe how people lived at a particular time in the

community

History




• Describe how people lived at a particular time in the


past based on the information found in historical records and artifacts

History

• Peoples, Culture and change over time


The difference and similarities in Cultures around the world are attributable to

past based on the information found in historical records and artifacts

History





their origins and histories and interactions with other cultures throughout time

Compare and contrast family life from earlier times then today


Compare and contrast family life from earlier times then today

Objectives:

- I can write a book about the people I live with, the house I live in, and the fun we have.

- I can make a timeline to show when I was born, and when the people that I live with were born

- I can distinguish past from present by categorizing past and present items and coloring the similarities blue and differences in red. - I can demonstrate the vocabulary of past and present

I will be able to tell you 3 traditions we do in my household.

Summary of Lesson:

Students are going to be thinking about what is important to them.

Students are learning about the past and present.

Students will be working on learning about the past and present while demonstrating similarities and differences, and using vocabulary

Students will verbally present their About Me book creation to the rest of the class.

Assessment Type/ Brief explanation:

Formative assessment: We will check the first 3 pages (title page is page

Formative assessment: We will check the students timeline seeing if they

Formative Assessment: We are checking their understanding of past and present by their

Summative Assessment: This is the actual Book About Me. And we will create and use a rubric


1) of their book to see if they are on track as well as having 2-3 sentences on a page. Then they can draw their pictures.

have guardians/their own birthdays on a time line as well as in chronological order.

• We will also check another 2-3 pages to check their pace.

worksheet labeling of what is a past and present item. Coloring the similarities blue and the differences red.

• Check the last 2-3 pages of their story

to grade their presentations.

Length of Lesson:

45 minutes

45 minutes

45 minutes

2-5 minute/student

Content Integration:

Language arts, History

Math, History, Language Arts

Language Arts, History

History, Language Arts

Lesson Plan 1

Instructor: Tori Miller, Logan

Redetzke

Class: Social Studies

All About Me

Grade: 1st Date: 3/9/17

Information about the Lesson Bloom’s Knowledge

Domain

__ Declarative _x_ Procedural _x_ Conceptual _x_ Metacognitive

Bloom’s Cognitive Domain

_x_ Remember __ Understand _x_ Apply _x_ Analyze __ Evaluate _x_ Create

Gardner’s Multiple Intelligences

__ Verbal/Linguistic __ Logical/Mathematical __ Visual/Spatial __ Bodily/Kinesthetic __ Musical/Rhythmic __ Interpersonal/Social _x_ Intrapersonal/Self-aware __ Naturalist/Environmentally aware

Lesson Type

__ Present and Explain __ Direct Instruction _x_ Concept Lesson __ Inquiry-Based Lesson __ Cooperative Learning __ Project /Problem-Based Learning __ Classroom Discussion

Elements to consider when planning

Preparation Scaffolding Grouping Options ___ Adaptation of Content _x__ Modeling ___ Whole class _x__ Links to Background ___ Guided Practice ___ Small groups ___ Links to Past Learning ___ Independent Practice ___ Partners


___ Strategies incorporated ___ Comprehensible input _x__ Independent Integration of Processes Application Assessment ___ Reading _x__ Hands-on __x_ Individual _x__ Writing ___ Meaningful ___ Group _x__ Speaking ___ Linked to objectives ___ Written _x__ Listening ___ Promotes engagement ___ Oral

Prerequisites: (Background information, skills and knowledge students ought to have prior to beginning

this lesson)

• Knowing their own Birthday

• Where they are born

Materials Needed:

• Book called “About Me”

• Sentence outline for their story

• Pencils

• Color crayons

• A blank book

• Scissors

• Glue

• Listen/Watch The House that Built Me by Miranda Lambert on YouTube

• Vocab Words to add to our Word Wall

Lesson Content and Design Central Focus / Big Idea: Students are going to be thinking about what is important to them

Objective(s): I can write a book about the people I live with, the house I live in, and the fun

we have. Guiding Question(s):

• What is your Birthday?

• When is your Guardians Birthday?

Assessment: (formative and summative)

Formative assessment: We will check the first 3 pages (title page is page 1) of their book

to see if they are on track as well as having 2-3 sentences on a page. Then they can draw

their pictures. Standard(s):

History



Historians generally construct chronological narratives to characterize eras and explain past

events and change over times

Presentation/Syntax Elements Minutes Detailed Description

Consider: Work to

prepare students and

access prior knowledge

and experiences

15 This is where we will introduce our lesson by reading a story called “About

Me” We will read a finished version (Our Version) of the story our students

will be writing throughout the week.

Construct: Work to

allow students to build

new knowledge and

skills

25 The students will be filling in the blanks in their story books. They will be using

our word wall to give the students examples of descriptive words that they can

use in their story to make it more entertaining. Then showing us once we give

the thumbs up they can cut and paste in their story and start creating their

drawings for their first 3 pages. Confirm: Work to allow

students to contrast new 5-10 Sharing time where we come together as a class and share some of the

vocabulary words they may have used in their story and if some students really


knowledge with prior

and close the lesson enjoyed what they wrote or found it funny they can read that page and share it

to the rest of the class.

Differentiation

Planned Support /Extension/ Differentiation for Specific Students:

Reflection and Attachments What worked, didn’t work, needs adjustment for next time and attach materials needs to complete

lesson:

Lesson Plan 2

Instructor: Tori Miller & Logan

Redetzke

Class: Social Studies Grade: 1st Date: 3/9/17


Domain

__ Declarative _x_ Procedural __ Conceptual __ Metacognitive


__ Remember _x_ Understand _x_ Apply _x_ Analyze __ Evaluate _x_ Create


__ Verbal/Linguistic _x_ Logical/Mathematical __ Visual/Spatial _x_ Bodily/Kinesthetic __ Musical/Rhythmic _x_ Interpersonal/Social _x_ Intrapersonal/Self-aware __ Naturalist/Environmentally aware

Lesson Type

__ Present and Explain _x_ Direct Instruction __ Concept Lesson __ Inquiry-Based Lesson __ Cooperative Learning _x_ Project /Problem-Based Learning __ Classroom Discussion


Preparation Scaffolding Grouping Options ___ Adaptation of Content ___ Modeling _x__ Whole class _x__ Links to Background _x__ Guided Practice _x__ Small groups _x__ Links to Past Learning ___ Independent Practice _x__ Partners


__x_ Strategies incorporated ___ Comprehensible input _x__ Independent Integration of Processes Application Assessment ___ Reading _x__ Hands-on _x__ Individual _x__ Writing ___ Meaningful _x__ Group _x__ Speaking _x__ Linked to objectives ___ Written _x__ Listening _x__ Promotes engagement ___ Oral


this lesson)

Materials Needed:

Lesson Content and Design Central Focus / Big Idea:

Students are learning about the past and present. Objective(s): I can make a timeline to show when I was born, and when the people that I live with were born Guiding Question(s):


Formative assessment: We will check the students timeline seeing if they have guardians/their own birthdays on a time line as well as in chronological order. We will also check another 2-3 pages to check their pace.

Standard(s):

History



Historians generally construct chronological narratives to characterize eras and explain past events and

change over times


Consider: Work to



and experiences

10 This is where we are beginning our lesson of the day with what is

Chronological Order? We will allow the students to take their best guesses at

what it is and then give them the actual definition. And some examples. We will

then go over what a time line is used for. Representing past and present. Construct: Work to


new knowledge and

skills

20-25 Have them get into different chronological order from either birthday, height,

shoe size, etc. They will get the understanding that depending on what we are

asking for they won’t be standing next to the same person every time. They will

then list their birthday and their guardian’s birthday down. Confirm: Work to allow

students to contrast new


and close the lesson

5 We would have them fill out a timeline of their birthday and their guardians

birthdays in chronological order. (From oldest to youngest) This is where we

would explain to them that our Guardian’s birthdays should be before ours.

Then look at the Guardian’s dates to see if they know the months of the year or

if they have that order confused.

Differentiation



lesson:


Lesson Plan 3

Instructor: Tori Davidson and

Logan Redetzke

Class: Social Studies Grade: 1St Date: 3/6/17


Domain

__ Declarative __ Procedural _x_ Conceptual __ Metacognitive


__ Remember _x_ Understand _x_ Apply __ Analyze __ Evaluate _x_ Create


__ Verbal/Linguistic __ Logical/Mathematical __ Visual/Spatial _x_ Bodily/Kinesthetic __ Musical/Rhythmic _x_ Interpersonal/Social __ Intrapersonal/Self-aware __ Naturalist/Environmentally aware

Lesson Type

__ Present and Explain __ Direct Instruction _x_ Concept Lesson __ Inquiry-Based Lesson __ Cooperative Learning __ Project /Problem-Based Learning __ Classroom Discussion


Preparation Scaffolding Grouping Options ___ Adaptation of Content _x__ Modeling _x__ Whole class _x__ Links to Background _x__ Guided Practice _x__ Small groups _x__ Links to Past Learning ___ Independent Practice _x__ Partners ___ Strategies incorporated ___ Comprehensible input _x__ Independent Integration of Processes Application Assessment ___ Reading _x__ Hands-on _x__ Individual ___ Writing ___ Meaningful ___ Group _x__ Speaking _x__ Linked to objectives ___ Written _x__ Listening ___ Promotes engagement ___ Oral


this lesson)

What does similar mean

What does difference mean

Materials Needed:

• Similarities and difference worksheet

• Red and Blue crayons

• Word Wall

Lesson Content and Design Central Focus / Big Idea: Students will be working on learning about the past and present while demonstrating similarities and

differences, and using vocabulary

Objective(s): • I can distinguish past from present by categorizing past and present items and coloring the

similarities blue and differences in red.

• I can demonstrate the vocabulary of past and present

Guiding Question(s):

• Does the past always mean a long time ago?

• How can you tell if an item is in the past or present?


Formative Assessment: We are checking their understanding of past and present by their worksheet

labeling of what is a past and present item. Coloring the similarities blue and the differences red.

Check the last 2-3 pages of their story

History



Historical inquiry is a process in which multiple sources and different kinds of historical evidence are

analyzed to draw conclusions about how and why things happen in the past


History



Historical inquiry is a process in which multiple sources and different kinds of historical evidence

are analyzed to draw conclusions about how and why things happen in the past

History



The difference and similarities in Cultures around the world are attributable to their origins and

histories and interactions with other cultures throughout time


Consider: Work to



and experiences

10 We will bring up the question of what is past and what is present? Have them

tell their ideas of what it is. Then ask does past only mean a long time ago? We

assume they will say yes but then we can bring up the discussion of no, the past

can be yesterday or a couple days ago. We will go over similarities and

difference and what they could mean. We will read the book Red light, Green

light to show all the similarities and differences there are in the world. Construct: Work to


new knowledge and

skills

25 Give them some examples and have them point out what is similar and different

about the same object and even if it is a past or present item. We will play a

similarities and difference game. Then, we will have them do the past and

present worksheet then color the similarities in blue and differences in red.

They need to at least find 1 of each. Confirm: Work to allow




5 We will go over the worksheet with each other and have the students volunteer

to say a difference and similarity they found. Then we will work on the last 2-3

pages of our book.

Differentiation



lesson:

Lesson Plan 4

Instructor: Tori Miller & Logan

Redetzke

Class: Social Studies Grade: 1st Date: 4/19/17


Domain

__ Declarative _x_ Procedural __ Conceptual __ Metacognitive


__ Remember __ Understand __ Apply __ Analyze __ Evaluate _x_ Create


_x_ Verbal/Linguistic __ Logical/Mathematical __ Visual/Spatial _x_ Bodily/Kinesthetic __ Musical/Rhythmic _x_ Interpersonal/Social __ Intrapersonal/Self-aware __ Naturalist/Environmentally aware

Lesson Type

_x_ Present and Explain __ Direct Instruction __ Concept Lesson __ Inquiry-Based Lesson __ Cooperative Learning __ Project /Problem-Based Learning __ Classroom Discussion


Preparation Scaffolding Grouping Options ___ Adaptation of Content _x__ Modeling ___ Whole class _x__ Links to Background _x__ Guided Practice ___ Small groups _x_ Links to Past Learning _x__ Independent Practice ___ Partners


___ Strategies incorporated __x_ Comprehensible input _x__ Independent Integration of Processes Application Assessment _x__ Reading _x__ Hands-on _x__ Individual _x_ Writing _x__ Meaningful ___ Group _x__ Speaking _x__ Linked to objectives ___ Written _x__ Listening _x__ Promotes engagement ___ Oral


this lesson)

• Knowing 3 traditions in their household

• How to read their own story

Materials Needed:

• Their book they created

• Speaker for quite students

Lesson Content and Design Central Focus / Big Idea: Students will be thinking about the traditions they have in their family and

sharing their stories.

Objective(s): I will be able to tell you 3 traditions we do in my household

Guiding Question(s):

• What are traditions?

• What are your Traditions?


Summative Assessment: We will assess each students story by how they follow the rubric we set up.

Standard(s):

History



Historical inquiry is a process in which multiple sources and different kinds of historical

evidence are analyzed to draw conclusions about how and why things happen in the past

History



Historical inquiry is a process in which multiple sources and different kinds of

historical evidence are analyzed to draw conclusions about how and why things

happen in the past

History






Consider: Work to



and experiences

10 We will use the question what are traditions? Have them think about what it is.

Have them share their ideas. Then tell them the definition of traditions and have

them tell some of their traditions they do at home.


Construct: Work to


new knowledge and

skills

15 Have them finish their books and the pages about traditions and prepare to read

to the class.

Confirm: Work to allow




2-5

minutes

per

student

Reading their books to the class.

Differentiation



lesson:


All About Me

My name is (first)________________(middle)_________________(last)____________________.

I was born (month)______________________________ (day)_____, (year)______________.

In my house I live with_____________________________________________________________.

I like to play ______________________________________________________________________.

My favorite food is ________________________________________________________________.

When I grow up I want to be ________________________________________________________.

If I had a million dollars I would buy __________________________________________________.

My favorite color is ________________________________________________________________.

I like school because_______________________________________________________________.

My favorite subject in school is ______________________________________________________.

I love myself because ______________________________________________________________.

For the General Education Student:

For each sentence the child will fill it in. They will then draw a picture for each sentence and copy the

sentence they built onto that page of their book. There will be a front cover with the title "All About Me"

illustrated and written with the child's name. There will be 11 pages, one sentence per page along with

their picture they draw.


All About Me

My name is (first)________________(middle)_________________(last)____________________.

I was born (month)______________________________ (day)_____, (year)______________.

( January, Febuary, March, April, May, June, July, August, September, October, November, December)

In my house I live with___________________________________________________________.

( Mom, dad, brother, sister, grandma, grandpa, aunt, uncle, guardian(name), cousin)

I like to play ___________________________________________________________________.

(basketball, volleyball, football, soccer, tag, hide and seek, red rover, duck duck goose, etc)

My favorite food is _____________________________________________________________.

(pizza, chicken nuggets, macaroni, spagetti, tacos, french fries, salad, fish sticks, shrimp)

When I grow up I want to be _____________________________________________________.

( teacher, professional athlete, babysitter, farmer, nurse, doctor, cook, police officer, fire fighter)

If I had a million dollars I would buy _______________________________________________.

(toys, video games, save it, clothes, markers and colored pencils, books, tv, scooter)

My favorite color is ____________________________________________________________.

( green, blue, pink, purple, red, yellow, orange, black, white, gray, beige)

I like school because____________________________________________________________.

( my friends, my teacher, all of the learning we do, lunch time, recess, we laugh, we have fun)

My favorite subject in school is ___________________________________________________.

( reading, math, writing, science experiments)

I love myself because ___________________________________________________________.

( I am pretty, funny, kind, loving, athletic, intelligent, unique)

For the Student with a disability:

For each sentence the child will fill it in with example given or it will give them their own idea. They will

then draw a picture for each sentence they wrote about and the teacher or para will cut and paste their

sentence they built onto that page of their book. There will be a front cover with the title "All About Me"

illustrated and written with the child's name. There will be 11 pages, one sentence per page along with

their picture they draw. Depending on how much help they need the child could verbally express their

answer and it would be written down for them. They could also use a picture exchange system so show

their answer.


Similarities and Differences

Name: Date: First you will label each picture with Past and Present. Next, you will

Circle at least ONE of the Differences in RED and ONE of the

Similarities in BLUE.

Past Present

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Similarities and Differences

Name: Date:

First you will label each picture with Past and Present. Next, you will

Circle at least ONE of the Differences in RED and ONE of the

Similarities in BLUE.

Past Present

Past Present

Past

Present

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Present Past

Past Present

Past Present

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https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjGk7a2z43SAhXnyoMKHWXyARwQjRwIBw&url=https://www.pinterest.com/Lynnae629/old-country-schools-country-stores/&bvm=bv.146786187,d.amc&psig=AFQjCNHHn59eZO3dR6gS8bvF_BiBXnSp2w&ust=1487094113024630

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TIMELINE

Name: Date:

PAST PRESENT


SIMILARITIES

DIFFERENCES

TIMELINE

PAST

ITEMS THAT

HAVE THE

QUALITY OF

BEING SIMILAR

ITEMS THAT

DON’T LOOK

ALIKE AT ALL

A LINE SHOWING

THE PASSAGE OF

TIME IN LINE

FORM

SOMETHING

THAT

HAPPENED

YESTERDAY

OR A LONG

TIME AGO

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjBibaGvfXSAhUC5IMKHZQ4AOcQjRwIBw&url=http://criticalandcreative.blogspot.com/2012/12/differences-and-similarities.html&psig=AFQjCNH4nbTj9akBcufv8yUAYoZor2ZJcA&ust=1490662572305416

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi5humsvfXSAhVL34MKHSi0AcAQjRwIBw&url=https://www.theatlantic.com/china/archive/2013/09/six-brilliant-illustrations-of-chinese-and-western-cultural-differences/280037/&psig=AFQjCNHDjaTT7MUR7OSEE_gmmJhiTf9Kkg&ust=1490662659649452

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiE4JKSvvXSAhVE7YMKHV6tCW4QjRwIBw&url=http://david-h-paul.com/a-review-of-pay-me-what-im-worth-ch-4-timeline/&psig=AFQjCNH0nrOh0adLXAiE97fV_uuuva46EA&ust=1490662880677288

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwipl_iTv_XSAhUL54MKHeVMBXQQjRwIBw&url=http://www.shutterstock.com/pt/pic-357046436/stock-photo-direction-arrow-sign-back-arrow-meaning-past-forward-arrow-meaning-future-black-over-yellow.html&bvm=bv.150729734,d.amc&psig=AFQjCNFeCgQuBDsy9fAe4Ogbx5oaVYyUnA&ust=1490663129547464


PRESENT

CHRONOLOGICAL

ORDER

This matching game will be given out to each student to cut

out and keep so they can play it when they have free time or

even at stations if they want to. *Can always add new

definitions as you go throughout the unit

SOMETHING

THAT IS

HAPPENING

RIGHT NOW IN

THIS MOMENT

OR TODAY

THE ORDER OF

HOW ITEMS

HAPPENED

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwin1ujpv_XSAhUn4YMKHUMED1cQjRwIBw&url=http://www.123rf.com/photo_14688022_present-arrow-sign-with-letters-on-isolated-white-background.html&bvm=bv.150729734,d.amc&psig=AFQjCNGtfiS3TCANJu2S4XjNVKqte3Bgwg&ust=1490663324895842

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjG3rG6wPXSAhVL3IMKHauICpAQjRwIBw&url=https://www.pinterest.com/pin/535154368197619142/&bvm=bv.150729734,d.amc&psig=AFQjCNGJYAztgyN0JuRQ0L4wFxcTNCiCIw&ust=1490663500668330

Documents

Name of Unit: We Are The World Unit Creators: Tori Miller ......Name of Unit: We Are The World Unit Creators: Tori Miller & Logan Redetzke st Grade Level: 1 grade Social Studies Discipline: